8
Competency 8
Cooperate and collaborate with professional teams and colleagues
Supporting children’s growth is a team effort. Families, colleagues, and other professionals — such as physical therapists, speech therapists, social workers, and afterschool educators — work together to make sure all children receive the care and support they need. As part of these teams, early childhood educators need strong communication and collaboration skills, as well as the ability to stay calm during challenges or conflict.
Being an early childhood educator also means belonging to a meaningful profession. Educators continue learning throughout their careers, connect through professional organizations and networks, mentor others, and advocate for young children, families, and the early childhood workforce.
Reflection questions
Ask yourself these as you read — there are no right answers.
- To be your best for children, you need to care for your own physical and mental health. What comes to mind when you think about your health and well-being? What do you do to take care of yourself? Are there any barriers or needs?
- How do you contribute to a positive professional climate? List some contributions you feel proud of.
- Are there collaboration skills that you would like to develop? Consider areas like self-awareness, communication skills, managing conflict, and communicating across lines of difference (i.e., culturally competent communication). What steps might you take to have more or better collaboration with your colleagues?
Alone we can do so little; together we can do so much.
What educators need to be effective
Things to Know
- How stress can affect the ability to be responsive to the needs of others, problemsolve, and make wise decisions; and the role of emotional selfregulation and executive function in adult wellbeing.
- The National Association for the Education of Young Children Code of Ethical Conduct.
- Federal and state policies and relevant laws, such as reporting child abuse and neglect, health and safety practices, and the rights of children with developmental delays and disabilities.
- Culturally and linguistically responsive strategies to understand and communicate across differences.
Skills to Build
- Regulating stress, anxiety, and fear to remain calm and maintain productive relationships with children, families, and colleagues.
- Networking to build a broad base of professional support.
- Recognizing potentially unethical practices and using NAEYC’s Code of Ethical Conduct to guide decision-making when faced with an ethical dilemma related to their work.
- Contributing positively to constructive collaboration and working cooperatively as part of a team, including working together to find new solutions.
Habits of Mind and Dispositions
- Shows respect toward all colleagues, even during moments of disagreement.
- Values the knowledge and experience colleagues bring to their work.
- Manages their attention and organizes themselves to fulfill responsibilities consistently and reliably.
- Prioritizes relationships over control.
- Acts ethically even in difficult situations.
Focus areas
8A
Professional Responsibility and Ethics
Take care of personal health and well-being, fulfill professional responsibilities, and adhere to the National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct.
Level 1
- Commits to providing children with quality care and education to their best of their ability.
- Cares for their own physical and mental health; feels emotionally, mentally, and physically well.
- Works to complete all the education and training requirements for their position.
Level 2
- Manages daily stress to continue the work of caring for and educating young children.
- Seeks out support from others when they experience negative emotions, like anger or overwhelm.
- Tracks their participation in training and coaching experiences, and has an active profile in the workforce registry (Aspire).
Level 3
- Intentionally implements effective practices so that every child receives the care and education they need and deserve.
- Recognizes their own triggers and emotions, and has several strategies to cope and re-energize.
Level 4
- Knows how to use the NAEYC Code of Ethical Conduct to help them address ethical dilemmas at work.
- Recognizes and takes action to counter practices or curriculum that are harmful, inappropriate, or disrespectful.
8B
Self-Awareness and Communication
Demonstrate self-awareness, build strong relationships, and effectively use communication skills to collaborate.
Level 1
- Practices active listening and gives others their full attention.
Level 2
- Pays attention to their nonverbal communication — such as facial expressions, tone of voice, body language, and gestures — during in-person communication and when using technology, like text or email.
Level 3
- Considers what, when, where, and how to communicate with colleagues so they can connect and collaborate productively.
- Uses strategies to effectively manage conflict with colleagues.
Level 4
- Considers possible barriers to successful communication, like privacy, strong emotions, and distraction.
- Recognizes attachments to their own agendas and narratives, and how they might be barriers to effective communication with colleagues.
- Acknowledges when they make judgments about a person or situation and how those judgments can interfere with effective communication and collaboration.
- Interrupts those thoughts to work toward fully understanding others.
- Works to relieve challenging work-related situations using their strengths, as well as the strengths of the other person or people involved.
8C
Professional Collaboration, Community, and Contributions
Participate actively in opportunities to collaborate with colleagues and families, and contribute positively to the program’s community and culture.
Level 1
- Participates in program community activities and engagement efforts.
Level 2
- Acts as a resource for colleagues when needed or desired.
Level 3
- Uses their knowledge and experience to inform and influence others about issues in early childhood, like the importance of playful learning.
Level 4
- Serves as a mentor for others in their program or in the field.
- Partners with other professionals, colleagues, and families to advocate for early childhood caregivers and teachers, and for high-quality care and education for all children.